對於國內身心障礙學生而言，除了接受特殊教育之外，專業團隊服務可以幫助他們獲得學業上的學習及功能性活動的訓練。本文回顧近年來有關專業團隊於學校系統方面的文獻，歸納整理成出當今國內專業團隊於學校系統之服務，包括積極參與早期療育、擬定與執行個別化教育計劃和個別化家庭服務計劃、協助融合教育的推行、分擔輔導工作、評鑑過程的適切性，及計畫轉銜服務等。每一項工作，皆獲得專業人員、行政人員及家長的支持，並且明顯地看到身心障礙兒童接受專業服務後的進步。特殊教育教師與專業團隊共同合作後，對於服務的提供及進行，皆表示出肯定與支持的態度。物理治療、職能治療、語言治療三大專業人員於學校系統的服務，面臨教育系統的專業人員不足、由醫療制度轉入教育制度之適應不良、教育系統對於專業人員參與的接納程度、彼此協調及溝通管道的暢通與否、專業服務的薪資福利與工作時數之合理性，政策及行政支援之協助多寡等困難。日後努力的方向，可從嚴謹的自我檢討、品質提升計畫的擬定，配合制定的政策，逐漸地做出調整與修正。高科技產品的發明與使用，更可增加專業成員間的溝通。期許日後能夠持續地具備良好的品質管理，以改善專業的服務水準，達到成功的專業團隊服務。

It is greatly necessary for special education and the collaborative team services to provide the academic learning and functional training for students with disabilities. In this article, I referred the chronological literatures relevant to the collaborative team services of special education system in Taiwan. The services included the proactive participation for early intervention, building-up for individualized education plan and individualized family service plan, assistance and deployment for developmental inclusion education, sharing for consultation and counseling work, involvement for Context-Input-Process-Product (CIPP) model, timely planning for transition services and so on. Since each individual service is strongly and firmly supported by team members, parents and teachers, the student with disabilities presented significant improvement in most of the learning and training areas. For the existing barriers including the shortage of job positions and inadequate benefit for related professionals, difficulties of deploying new service model different from traditional medical system, inefficient communication with another disciplinary and incomplete public policies or legislations, those must be overcome to provide sufficient services. At last, the modulation of the quality services and the utilization of assistive technology should also be integrated into the operation of collaborative team for promoting the effects to learning and training for students.